A beginning teacher of intermediate gifted students describes her experiences with a mentorship program involving seven preservice teacher trainees. Both students and mentors responded positively to the approach. (CL)

This study largely replicates the findings of a previous study reported by the authors. Further research involving the physical dimension as a possible facet of general self-concept is suggested. (Author/BW)

Relations among social preference, perceived popularity, social intelligence and two types of aggressive behaviour were studied. Peer-estimation techniques were used to measure all major variables. Altogether, 403 Greek schoolchildren from fourth-through sixth-grade classrooms participated in the study. Both overt and relational aggression were…

A study of the use of closed-captioned television as a medium for reading instruction with 41 intermediate aged deaf students indicated improvement in sight vocabulary retention, student motivation, and reading comprehension. Teachers indicated overall student satisfaction with the use of closed-captioned television compared to regular reading…

A specifically programed generalization package (structured academic program, high expectations, parental involvement, reduction of differences in learning environments, and provision of natural reinforcement in regular classroom) was effective in increasing spelling retention across time and settings for 20 poor spellers (grades four to five).…

Seven fifth and sixth graders were successfully taught to become insructional trainers with severely handicapped students (5-10 years old). The nonhandicapped students participated in a systematic program featuring formal information sessions, in-vivo instruction, and feedback. (Author/CL)

An oceanography unit for gifted and talented fifth and sixth graders culminated in a trip to a marine institute that featured snorkeling, hiking, and visiting scientific labs. (CL)

A microethnographic approach analyzed the nature of teacher interactions with a group of five learning disabled intermediate students in a mainstreamed setting. Analysis of audio and videotapes and classroom observations revealed that students received little direct instruction, despite findings from teacher interviews that students were receiving…

Five 12-year-old educable mentally retarded students were taught a rehearsal strategy for spelling in approximately four hours. The Cover/Write/Method was thought to be responsible for improved spelling proficiency and more on-task behavior during instruction. (Author/CL)

The possibility that expectations about classroom tasks that teachers communicate to students in the process of presenting those tasks might affect student engagement in the tasks was investigated by correlating the presence/absence of various teacher task-presentation statements with measures of subsequent student task engagement. (Author)

Self concepts of 90 gifted and 90 high achieving normal students (grades four through six) were measured. Scores on the Piers Harris Children's Self Concept Scale were substantially lower for gifted Ss, independent of grade placement or time of measurement. (CL)

A Type I incidental learning paradigm was used to examine the manner in which 20 learning disabled (LD) and 20 non-LD children (9 to 11 years old) responded to systematic variations in the semantic elements of words. (Author/SW)

The Wechsler Intelligence Scale for Children-Revised arithmetic subtest revealed a significant difference in performance between sixth graders with learning disabilities, including arithmetic, and Ss who were learning disabled in areas other than arithmetic. A significant main effect was associated with type of presentation/response behaviors. (CL)

Identifies several objectives of a student-assistance program that can aid students who wish to keep the group intact and those who wish to withdraw because of personal growth or changes in preferences. Seven consecutive group sessions are outlined in detail, and follow-up procedures are discussed. (NB)

Examined contention that diverse adolescent problem behaviors reflect single underlying dimension of behavior in 426 preadolescent sixth graders. By using confirmatory factor analyses to test competing models, multiple factor structures were detected, suggesting that earlier findings supporting single factor conceptualization may not be…